Mahara Guadalupe Soberanes García 3rd semester student LeDLI UJED

1. Name: Mahara Guadalupe Soberanes García.
Teacher´s name and subject: Optativa A; Desarrollo del Adolescente
Teacher: Roxana Cano Vara
Desarrollo de la Lengua Inglesa III
Teacher: Virginia Berumen Vázquez
Didáctica de Lenguas Extranjeras I
Teacher: Jesús Juvencio Orozco Solis
Adquisición de una Segunda Lengua
Teacher: EricaAnalíAldaz Salmon
Aprendizaje de Lenguas Asistido por Computadora 1
Teacher: Alba Magdalena Sandoval Andrade
Paradigmas y Enfoques Educativos
Teacher: Juan Antonio De la Torre
Optativa B; Educación Artística
Tutor: Ana Virginia Garduño Álvarez Tostado
Degree: Licenciatura en Docencia de Lengua Inglesa
Final proyect: Silence screams
Date: Wednesday, 04th December 2013

2. Introduction
The play is about teenagers, but a boy is suffering bullying, because he´s
American and he´s acquired a second language, he´s confront with classmates
and teacher.
This play we chose because exist the big problematic of the bullying, for the
classmates and sometimes for the teacher. So, some students had identification
with the play, because this is happening in the real life.
We make it funny because is a manner that the spectator can be interested in the
play, also they can participate, because is a “TV show” named “Letty sin censura”.
This play is for awakening to teachers, because the majority are traditionalist, and
just they interest in their “plaza”. Exist students that are very shy, and don´t like
express their ideas, because thing that is wrong, or could be suffering bullying. And
like a future teacher, I can apply the methods for a better teaching
Development
In the play we can see that the teacher (Irais) apply a traditional method, and this a
big problem, because the students can´t say their doubt, and don´t have
confidence. The protagonist (Waldo), is a teenager that he´s from United States,
but now he´s living in Mexico. So in him class of English, him classmates and
teacher abuse to him, but a classmate (Mahara) is the brand of all this.
Him mother (Nidia) see that something are wrong with he. She want to talk, but
Waldo in this an age in which it is difficult express oneself, and the only “friend” that
he have is a puppet. The puppet represent the awareness, he talks to himself, and
him mother is worry about it.
She knows that her son needs help, but she didn´t know how to do, so she ask for
help a “Letty sin censura”, that is a TV show. This program is based with a little of
comedy for to make funny of TV´s shows that exist in our country, but without let
the real problem.
In the program Letty introduce the problematic that exist in the classroom, and
show a video of the classroom, here we can see in the Paradigms and educational
approaches and second language acquisition, we can see the authority that have
the teacher in the classroom, and the fear that have the students.
In the first video it´s observed the behaviorism (Skinner, Thorndike); just teach how
to do a sentences and the form, but in she´s wrong, and Waldo told she the correct
form, so she doesn´t accept her mistake and she decided punish him. Because in
her class just do that the teacher says. Cognitivist (Vygotsky, Piaget, Bloom,

3. Gagner); because at moment that process and store the information for the
process to learn. And constructivism (Dewey, Vygotsky) the students create their
own meaning and how they can use.
We can observed too, Krashen´s theory the basic points in “affective filter
hypothesis, because Waldo is acquired a second language, he´s from United
States, and him classmates are Mexicans, so they are acquired the English
language like a second language.
The teacher are applying this theory; “The acquisition-learning” she´s teach the
grammar or form for create a sentence, so this information is stored in the brain
through the use of communication.
“Input hypothesis” the students receive messages that they can understand, so the
students can progress with their language development.
“The Affective Filter hypothesis” The students are affected and influenced by
emotional variables that can prevent learning.
Cognitive approaches, Anderson´s theorymemory process, here the student have
to use the knowledge that the teacher taught.
“output hypothesis” by Swain, producing the language speaking and writing, so the
students to able to convey meaning and communicative their ideas.
Bloom´s Taxonomy, knowledge; recalling or remembering something without
necessarily understanding. Comprehension; understanding something that has
been communicated without necessarily relating to anything else.Application; using
a general concept to solve problems in a particular situation.Analysis; breaking
something down info its parts.Synthesis; reating something new by putting parts of
evaluation.
Here we can apply the multiple intelligences by Howard Gardner:
Linguistic intelligence: involves sensivity to spoken and written language.
Logical mathematical: consist of the capacity to analyze problems logically.
Visual spatial: Very aware of their environments.
Musical: involves skill in the performance, composition, and appreciation of musical
patterns.
Body kinesthetic: entails the potential of using one´s whole body or parts to solve
problems.

4. Interpersonal: is concerned with the capacity to understand the intentions,
motivations of the other people.
Intrapersonal: entails the capacity to understand oneself, to appreciate one´s
feelings, fears and motivations.
Naturalistic: the ability to recognize patterns and relationship to nature.
The students can learn more easy when apply this theory, because some we are
good in some things, for example, I´m visual, intrapersonal, musical and body
kinesthetic.
After that, the psychologist the Doctor Anguila (Marco), says a relevant points that
can help to the teacher: The teacher does not perform with learner characteristics,
motivation, learning styles, learning strategies and maturity. That she can support
the class, of course sometimes, in online activities, etc. And have a lesson plan,
she can use different types of teaching. And it´s very important to apply
Presentation, Practice and Produce.
Conclusion
The methods changes, we have been actualized every day, we can support in the
technologies, for a better learner, and comprehensive for the students can
understand, and they can apply in the daily life.
It´s necessary that the teacher can use this methods for acquire a second
language, be flexible, comprehensive, tolerant and dynamic in the class.

5. References
http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/krashen.html
http://slapplied.blogspot.mx/2012/02/output-hypothesis.html